There are few circumstances which so strongly distinguish the philosopher, as the calmness with which he can reply to criticisms he may think undeservedly severe.

If we look at the fact, we shall find that the great inventions of the age are not, with us at least, always produced in universities.

A powerful attraction exists, therefore, to the promotion of a study and of duties of all others engrossing the time most completely, and which is less benefited than most others by any acquaintance with science.

The tastes and pursuits of manhood will bear on them the traces of the earlier impressions of our education. It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue.

Propose to an Englishman any principle, or any instrument, however admirable, and you will observe that the whole effort of the English mind is directed to find a difficulty, a defect, or an impossibility in it. If you speak to him of a machine for peeling a potato, he will pronounce it impossible: if you peel a potato with it before his eyes, he will declare it useless, because it will not slice a pineapple.

At each increase of knowledge, as well as on the contrivance of every new tool, human labour becomes abridged.

He will also find that the high and independent spirit, which usually dwells in the breast of those who are deeply versed in scientific pursuits, is ill adapted for administrative appointments; and that even if successful, he must hear many things he disapproves, and raise no voice against them.